Question

What are the components necessary to include in a new evaluation model that may serve the supervisor when diagnosing and prescribing individualized educator development?

Answer 1

Ans) Evaluation is only one component of a
comprehensive teacher growth and development system.

- The U.S. public education system involves many stakeholders whose various roles and responsibilities aim to support and enhance student learning.

- Unfortunately, within the education system itself, there is a lack of alignment and coherence.

- Efforts to reform a single component, such as teacher evaluation, cannot produce a
“silver bullet.” Focusing on only one component can lead to reforms that merely tinker around the edges.

- When trying to fix what appears to be broken, we may end up leaving flawed systems and structures intact. True reform of teacher evaluation and assessment needs to be
considered in the larger context of transforming the education system.
- NEA advocates the development of new systems of teaching and learning that align student and teacher assessment with the ultimate goal of improving both.
- The following concept map shows how student learning standards can have a systemic connection with teacher education and assessment.
- To design and implement productive evaluation and assessment programs, we need to recognize two essential points:
• Initially, preparation and hiring are the most critical ways to assure teacher effectiveness. Before becoming a teacher-of-record, every teacher should demonstrate Subject-area knowledge, pedagogical knowledge, and
professional teaching ability.

- Current efforts to develop performance assessments for beginning teachers show
promise in ensuring that teachers enter the profession with the necessary qualifications, regardless of their preparation route to the classroom.

- In addition, hiring practices support teaching effectiveness when the criteria used for hiring are aligned with the criteria used for
evaluating teachers.
- High quality professional development must be available to every teacher. Professional development programs should be based on state standards, district and school learning goals, and the identified needs of students and teachers.

- In addition, all new teachers should receive targeted support and participate in an
induction and mentoring program. Novice teachers should have less demanding assignments than more experienced teachers and more time for planning.

- They should also have opportunities to observe experienced teachers.
Even the best teacher assessment and evaluation systems are likely to fail in an education system that fails to provide the necessary training and preparation to ensure
that prospective teachers acquire appropriate skills, knowledge, and dispositions from the very first day of independent professional practice.